1. Guided Reading: A Critical “Piece” in the Literacy Block
Welcome Everyone!
Ice breaker: As people enter I will give them a post –it to put under the statement they most identify with:
“I have never done a guided reading lesson”
“I have done some form of small group instruction, but I’m not sure it is guided reading”
“ I do guided reading lesson and would like to refine my lessons and planning”

2. Part 1: The Basics of Guided Reading

3. What is Guided Reading?
Guided reading is planned, intended, and focused instruction.
Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and
fluency.
Guided reading takes place in a small group setting with the teacher helping the students learn more about the reading process.
(Opitz & Ford, 2001)
Guided reading definitely is an activity that requires planning on the part of teachers. Teachers have to plan the purpose of the lesson, or focus, the participants, the texts involved (fiction/nonfiction) and strategies.
The powerful element of guided reading is that it occurs in a small group setting. The students are receiving directed and focused instruction on the reading process: strategies (before, during, after); word and/or text level strategies; and the metacognitive processes that occur during reading
The goal of guided reading is to equip students with strategies and/or processes that they can utilize during their independent reading. Guided Reading is a necessary scaffold for many struggling readers on their road to independent reading

4. Understanding Guided Reading
To maximize their full reading potential, all children need to be taught by skilled teachers.
Reading for meaning is the primary goal of guided reading.
Children need to become metacognitive: knowing what they know – the why and how of reading.
To be independent readers, children need to develop a self-extending system.
All children need to be exposed to higher-level thinking activities.
(Opitz & Ford, 2001)
Good teaching matters every step of the way. This is especially true for the children who need help the most. Catherine Snow said that children who are having difficulty learning to read do not, as a rule, require qualitatively different instruction from children who are “getting it”. Instead, they more often need application of the same principles by someone who can apply them expertly to individual children who are having difficulty for one reason or another. Teacher demonstrations, modeling, explanations, and encouragement – all of which can happen during guided reading – are powerful techniques that can take children to new heights.
True, instruction, will provide insights and may focus on points other than meaning, but meaning is still the primary objective. Instruction is designed to help children construct meaning. Years ago, Betts noted ; During the first read the child is encouraged to ask for any kind of help he needs. To stimulate interest, to enlist effort, and to cause the child to come to grips with the meaning, this silent reading is guided by suggestions, comments and questions.
Children need to become aware of how reading works, and they need to be able to use this knowledge to make the reading process work for them. This is called metacognition. Research shows that when children are aware of their reading behaviors, they make good progress. Pressley found that exemplary teachers – those who had the greatest impact on primary students’ performance and achievement promoted this self-regulation. When teachers think aloud to demonstrate how they monitor their own reading behaviors, children are able to better understand how competent readers control reading. As a result, children are more likely to develop similar knowledge about their own reading. This is one reason it is so important for students to work in reading groups with others who might be able to provide them with new insights into the reading process. This is less likely to happen if students are always grouped with readers who share their same knowledge base.
One of the ways to nurture students as independent readers is to question and model specific reading strategies. For example, to show students the importance of attending to visual and meaning clues when they come to an unknown word. The teacher can say something like, “I need a word that begins with ‘s’ that makes sense.” This guidance leads children internalize specific strategies they can use independently to successfully read a text. Once internalized, they can use whichever strategy they feel is the best to help them solve the problem at hand. Most often, one strategy does not work in all situation; the students are able to monitor themselves and choose from a range of strategies because they have developed a self extending system.
All of the following tasks call on students to think about what thy have read and to make connections with themselves, their world, and other texts. - Learning how to retell story events either orally or in writing – Discussing important events in a specific reading selection – Listening and responding to others’ views of a given reading selection – rereading text to find evidence to support a point of view – As such, these are often considered higher – level thinking activities because students must go beyond the surface level of the text. Renzulli reminds us that all students should have opportunities to develop high-order thinking skills to pursue more rigorous content than is typically found in today’s textbooks and to undertake firsthand investigations.

5. What the learner can do with the support of an expert other
Why Guided Reading?
Learning Zone
What the learner can
do independently
What the learner can do with
the support of an expert other
The Russian psychologist Lev Vygotsky has presented educators with a compelling theoretical idea. Vygotsky maintains that with the support of another more experienced person, the learner is able to do more than he could on his own. Whatever the task, the learner is supported as he attempts it with assistance from his more capable partner. Gradually, the learner takes over the task and becomes expert, but meanwhile his teacher, parent, or other learning partner works to extend the learner’s knowledge and skills even further. Vygotsky used the term “zone of proximal development” to describe the experience of a learner who works successfully with the support of another and extends his knowledge in the process.
Some educators refer to this heightened learning experience as “ the learning zone”. You create a learning zone for your students when you carefully select and introduce a text, support and interact briefly with them during reading, and teach with clarity after reading. You are making it possible for students not only to read a more difficult text but also to reflect on the text, understand it, and use it as a way of learning more about reading. In the Vygotskyian sense, guided reading makes it possible to teach at the cutting edge of students’ understanding. Your support is light. You do not take the problem solving away from the students instead, your teaching helps students read more productively and more intensively.
Learning Zone
(Fountas & Pinnell, 2001)

6. Scaffolding Instruction
High Support
Moderate/
Low Support
Reading aloud
It is important to set up the classroom in a way that allows the children to experience reading in a variety of contexts. Leveled libraries can be utilized to make this possible.
Many understandings exist and vary as educators we discuss the following types of reading which occur in a classroom. We all need to have the same understanding/definition as we move forward together. These are the definitions we use:
Reading aloud will allow the students to listen to good reading behaviors. Here the teacher models while the students observe. The teacher might pause periodically to ‘think aloud’. The teacher, in this case, is providing a high level of support and engaging in explicit instruction. The students are observing the teacher’s use of good reading strategies and are learning new concepts. Students don’t’ need to have a copy of the text. This reading can occur during Tier 1 using the CRP.
Shared reading allows the students to observe and participate with the teacher and classmates in utilizing effective, newly learned reading strategies. Each student has a text or is able to view the big book (if K/1).The teachers voice is usually the loudest while students voices vary. The teacher provides support by facilitating a lot of conversation between the students. This reading can occur during Tier 1 using your CRP.
Guided reading provides small-group instruction that is challenging but not frustrating to each child. Text is at an instructional level. In this case, the child is expected to read independently at his/her pace and to problem-solve. The students can whisper read and the teacher can listen as needed. At the 3rd – 4th grades and higher, you want the students to reading silently, and occasionally the teacher listens to their reading. The text should therefore be challenging but not frustrating. The teacher builds background knowledge and provides some support to the child, usually following up the reading with a related activity.
Independent reading provides each student with the opportunity to practice newly learned reading strategies and behaviors. The teacher provides little support here, but conferences with each student to fine-tune problematic areas.
Shared reading
Little/No Support
Guided Reading
Independent Reading
(Fountas and Pinnell, 1996 p.26)

7. Benefits of Guided Reading
Teachers are better able to observe, monitor, and attend to the needs of readers.
Students are more comfortable taking learning risks in a small group.
Students are afforded more opportunities to interact with one another.
Instruction can be targeted and focused to meet the needs of the group members.
(Strickland, Ganske, & Monroe, 2002)
Teachers are more able to discern when a student is making progress or experiencing difficulty with a concept. Most importantly, the quicker the problem is noticed then the sooner the teacher can intervene to fix it
Students whose confusions might go unnoticed and unassisted in whole class instruction are likely to receive the help they need in a small group.
Similarly, students who are easily distracted or hesitant to participate in a whole class lesson are likely to be more engaged in small group learning, where their participation is more frequently required and the situation is less intimidating.
A further advantage of small group instruction is that it can target the specific needs of the group members. Although this is helpful for all learners, it is crucial for struggling readers, whose need for improvement is so great that they cannot afford to devote their instructional time to experiences that do not help them become more capable readers.

8. Elements of Successful Lessons
Use both informal and formal assessment to form guided reading groups.
Rely on a three- part lesson plan: before/during/after reading. Use specified teaching strategies at each phase of the lesson to help children achieve independence.
Determine a primary purpose for each lesson based on comprehension strategies
Choose a variety of books and other printed matter to ensure that your students learn how to read different genres.
(Opitz & Ford, 2001)
Using assessment to form your guided reading groups is CRUCIAL! What assessments do you have available to you to get to know your readers- DIBELS or DRA? Knowing the behaviors of your readers is fundamental to forming and planning for the guided reading lesson. We don’t just want to know who is above, on or below level. We are saying you need to have a more specific understanding of the readers’ behaviors so you can match them to the appropriate text.
A successful guided reading lesson should include 3 parts: before, during and after reading activities. As with any lesson, students need to have the before, during, after format because we know from research that learning is enhanced by skilled teaching which understands the learning process.
It is so important to determine one focal point. In order for the time to be most effectively utilized, teachers have to determine one focal point to impart to their students. Since the lesson usually lasts about minutes, a teacher has to keep in mind that besides modeling and/or discussing the focal point, students need time to practice the strategy or skill. Thus, one focal point is necessary in order for this to happen within that time period. Too many focal points may lead to confusion and also the students would have less time to practice reading.
Comprehension Strategies: (connecting to your Core Tier 1 instruction)
Making Connections: text-self, text-text, text-world 2.Summarizing: identifying main ideas; using lists and making generalizations 3. Questioning: asking who, what, when, where, why, and how 4. Predicting: activating prior knowledge (preview the text) 5.Text Structure: organizational structure of text to guide thinking (compare/contrast, time sequence) 6.Visualizing: mental images and graphic charts from text 7.Inferring: make inferences and draw conclusions (interpret ideas not stated) 8.Metacognition: monitoring comprehension and determining appropriate strategies to comprehend 9 Analyzing: breaking the text into parts (story mapping, character analysis) 10.Synthesizing: putting together ideas to form a new conclusion/opinion 11.Critiquing: looking for point of view, bias, stereotyping, author’s intent, etc. 12. Determining Importance in Text: pulling out important and new information from text
It is so important to vary the materials used during guided reading. Sometimes teachers may over utilize fiction materials (narratives). We have to remember that students need to experience reading varied materials because the strategy to comprehend these texts may also vary. Thus, students should be exposed to different genres to become well-rounded readers.

9. Assessment Formal Informal DIBELS DRA2 DRA2 Word Analysis
Running Records
CRP Inventory or placement test
Informal
Anecdotal notes
Teacher observations
When assessing students, formal or informal assessments can be utilized. These assessments don’t occur in isolation.
We recommended either of the following for your districts through the IDEAL:
DIBELS- a screening and formative assessment that gives information regarding phonemic awareness, fluency, phonics
DRA2 – phonemic awareness, retelling skills, comprehension; fluency
Informal:
Anecdotal notes – record of observations; strategies used; difficulties experience. We gave you one in your packet.
Other:
Observation Survey of Early Literacy – This assessment may give us information concerning the students’ knowledge of print concepts, phonemic awareness, alphabetic principle
Student Interviews – “When you are reading, what are you trying to do? “When you come to a word you don’t know, what do you do?” What makes a person a good reader? Provides teacher insight to views about reading and if the students recognize the true purpose of reading
Attitude Surveys - It is important to be aware of students’ feelings about reading. This will affect their motivation in and out of class. If many of the students are experiencing a low morale about reading, then the teacher would have to consider this when planning instruction. If their morale is due to past failure, then it is up to the teacher to scaffold and support the students so that they can experience success.
Interest inventories – This is helpful to know because if a teacher has a resistant reader. Perhaps incorporating books about their favorite topic can motivate them to read. Also, by forming groups based on interest may encourage students who aren’t usually placed in the same group to interact. Students with a great interest also may have a great deal of prior knowledge that will aid their comprehension.

10. Planning a Lesson The teacher must think about the:
Grouping of students
Size of group
Purpose/focus for instruction
Text selection
Questions teachers need to consider BEFORE they sit down to do a guided reading lesson.
Grouping of students- Who should be together in this group so they can move their reading ahead?
Size of group- recommended 4 to 6. You are not doing guided reading if you have more!
Purpose or focus for instruction: what did you focus on in Tier 1: predicting, questioning…..etc. YOU WANT TO CONNECT it with your guided reading so that you can also have appropriate and effective workstations.
Text selection- we are going to more in depth later. The importance of the appropriate leveled text is the foundation of your lesson!

11. Considerations for a Guided Reading Lesson Plan
BEFORE
Pre-reading strategies: previewing the text, introducing vocabulary, assessing and activating prior knowledge
DURING
Modeling the strategy, observing and assisting students as they practice the strategy, taking anecdotal notes
AFTER
Discussing text, discussing observations of readers, reinforcing strategy introduction, expanding strategy to independent reading, reflecting on lesson, etc.
1. Show Video Clip (1st grade essential elements) and give participants the Video Viewing Sheet #1
Discuss observations aloud.
2. HANDOUT: Sheet with teacher and student roles already completed.
3. Compare and contrast the video sheet with the completed handout aloud.

12. Framework of a Lesson BEFORE Selecting the text Introducing the text
DURING
Reading the text
AFTER
Discussing and revisiting the text
Teaching for processing strategies
Word work (optional)
Teacher reflection
(Fountas & Pinnell, 2001)
Your guided reading lessons should adhere to this basic design which supports both the development of student reading strategies and effective teaching interactions. The advantages of this lesson structure are that it:
Allows for better planning and efficiency
Helps students know what to expect because they internalize a way of working together and can focus their attention on the text
Provides for different kinds of learning in different ways; each element has a function related to students’ ability to construct meaning
These components work together to form a unified whole and create a solid base from which to build comprehension. You teach actively and intensively within every component of the guided reading lesson

13. Selecting the Text
Think about the last reading lesson in which you observed the students. Refer to your notes.
Select a book or other text within the theme that you think will build on the readers’ processing strengths and meet their processing needs.
Read the book with your readers in mind.
(Fountas & Pinnell, 2001)
Regular consultation of your notes on student behavior and your records of student reading will help you to get an idea of the kinds of strategies students are using. With students’ strengths and needs in mind, select a text from your collection of books categorized by level of difficulty.
If you are working with students with low English skills be especially careful to assess the text in terms of accessibility of its language structure. Plan an introduction so that it supports and develops the reader’s language knowledge.
Since the goal of guided reading is to provide opportunities for students to learn, the text should be slightly more difficult than one students can read independently. Your introduction will support their new learning.
Text selection is a complex process and you’ll get better at it as you read books yourself and use them with different learners.

14. Introducing the Text
Plan your introduction - write a few sentences or make notes on what you want to communicate or features you want to emphasize. You may want to place post-it notes on the cover and in the book.
Plan for the appropriate level of support based on knowledge of the students and data.
Make sure your record-keeping system is ready and all materials are organized and available.
(Fountas & Pinnell, 2001)
The introduction is a guide to the reader who will be processing the text. When introducing the text you might
Help them connect the text to their own lives to their knowledge of the world, or to their literary experience
Demonstrate the kinds of questions readers ask about a text
Prompt them to think about the author’s style
Help them recall what they already know about a topic or the setting or plot
Reveal the structure of the whole text – how the author has organized the information
Stimulate their interest in the text so they want to read it
Bring their attention to the conventions of print such as punctuation, titles, subheading, font, etc
Show them how to use the text layout
Teach them to use the table of contents, index etc
Highlight the genre and help them predict the characteristics of the text they are reading based on past experience
Encourage them to look at the cover of the book and generate expectations of the text
Prompt them to examine and interpret illustrations, charts, graphs, maps and other visual aids and discuss how they communicate the meaning of the text
Pay special attention to vocabulary and language structures that will be needed for English Language Learners

15. Reading the Text Students
Each student silently or whisper reads, the entire text or a unified portion of the text.
Teacher
The teacher may sample students’ oral reading, reinforce a reading behavior, or support a reader by prompting for strategies.
(Fountas & Pinnell, 2001)
NO Round robin reading – Here’s why:
Provides inaccurate view of reading
Causes faulty reading habits
Works against students’ reading development
Consumes valuable classroom time
Embarrassing for students and hampers listening comprehension
YOUNGER students whisper read mostly
Older readers- mostly reading silently and the teacher prompts them to read to them as needed. You still want to hear students read to you.

16. Discussing & Revisiting the Text
The teacher helps students:
Summarize and synthesize information
Communicate their ideas to others
Express the connections they are making between the text and their own lives or other texts
Evaluate the text in light of their knowledge and experience
Confirm and extend their understanding
(Fountas & Pinnell, 2001)
After the reading, talk with the students about the meaning of the text, inviting them to make connections. They may revisit the text to search for more information or find evidence to support their thinking. The activities that follow reading draw attention back to the text and build on the learning that took place earlier in the lesson.

17. Teaching for Strategies
After observing the students during the reading, the teacher will:
Highlight briefly and explicitly one or two important processing strategies
Reinforce new processing strategies that students can use in reading other text
(Fountas & Pinnell, 2001)
It is effective because it follows so closely their successful reading of a text and helps them see how to problem-solve by flexibility using sources of information.
Your teaching examples arise from your observation of students’ reading behavior as well as ongoing assessment of their needs. You know what your students can do as readers and you also keep in mind the processing strategies they need to develop or refine and extend.
You might think of this kind of teaching as a very quick minilesson related to the text and to the problem-solving actions that you want students to learn. The purpose of this teaching is not to enable student to read the particular text but to develop strategies they can apply to all reading.

18. Word Work & Extending the Lesson (optional)
Word work is a one- or two- minute optional component of a guided reading lesson. During word work, teachers help students discover how words work by working with letters, word parts, and words in isolation.
Extending the lesson is another optional component of a guided reading lesson. The teacher may have the students engage in an activity that expands the meaning of the story. For example, the students may complete a graphic organizer or write reflections in their reading journal.
(Fountas & Pinnell, 2001)
Word work is a one- or two- minute optional component of a guided reading lesson. During word work, teachers help students discover how words work by working with letters, word parts, and words in isolation.
During word work, students are analyzing individual words in isolation, using only visual information. You don’t want to emphasize word work in isolation, but a very brief amount of time spent paying close attention to the structure of words helps students become more aware of letter patterns and word parts. They learn how to recognize parts and patterns; they learn how to be flexible in using print information while reading text.
Higher grade level gr4-6 may need a separate intervention small group to focus on a certain skill

19. Teacher Reflections
Think once again about whether your grouping is appropriate for all the students.
Consider what you learned from observing the students read. Think about how this will influence your next book selection or your next lesson using this book.
Make some quick notes on what students need to learn to do next and the possible texts you can use to accomplish that goal.
Reflect on the effectiveness of your teaching. What did the students learn how to do today as readers that they didn’t know how to do before?
(Fountas & Pinnell, 2001)
This is your time to think about the lesson –
Think once again about whether your grouping is appropriate for all the students.
Consider what you learned from observing the students read. Think about how this will influence your next book selection or your next lesson using this book.
Make some quick notes on what students need to learn to do next and the possible texts you can use to accomplish that goal.
Reflect on the effectiveness of your teaching. What did the students learn how to do today as readers that they didn’t know how to do before?
It is in this reflection that we will be able to move our instruction forward which will in turn move the students forward.

20. Part 2: Next Steps in Guided Reading
OPENING ACTIVITY:
Using the large sticky chart paper, have participants at each table/group create a T- chart with the following columns: What’s working with our guided reading and What questions and concerns I still have.
Facilitators should invite some participants to share out both successes and questions. Try to answer questions during the workshop - if not, come back to them at the end or take posters with you for our next PD.

21. Using Formal Assessments to Formulate Groups
Choose a formal assessment to determine an individual’s reading behavior and obtain an instructional reading level.
Instructional level text- books that are within the student’s control but offers moderate amount of challenge (Fountas & Pinnell, 2001)
Instructional level: that level at which the text is somewhat challenging for the student. Reading Recovery says % accuracy. You still want to be able to teach them reading processing. However you don’t want the text to be too difficult or frustrating to the students.

22. Ongoing Flexible Grouping Assessment Considerations
You want to consider:
Conducting ongoing assessments
Reading with students (running records, anecdotal notes)
Examining reader response journals
Reviewing students’ writing to observe their control of language and text structure
Informal reading inventories
(Fountas & Pinnell, 2001)
-Ongoing- Children may move faster than others so change the level of guided reading as needed. Running Records are the way to be able to do this.
HANDOUT: Blank class sheet for flexible grouping. Review column titles and discuss how this sheet can be used to formulate groups- discuss! Know the reading behavior of your student is informative to planning for the lessons.

23. Rationale for Guided Reading Groups
Achievement Groups-students are grouped according to their instructional needs at a particular time
Shared Response Groups-students at various instructional reading levels are grouped together to discuss a common topic, genre or theme
Ability to read fiction vs. nonfiction at various levels.
Most common grouping is based on achievement and that is what we are going to focus on today

24. Options for Needs- Based Groups
Working for phrasing and fluency
Solving multisyllable words
Introducing new genre
Learning how to read new kinds of texts
Connecting personally with reading
Learning how to read and study textbooks
(Fountas & Pinnell, 2001)
Achievement based groups are also known as Needs-Based Groups.

25. Strategies that Sustain Reading
Solving words
Monitoring & correcting
Gathering
Predicting
Maintaining Fluency
Adjusting
(Fountas & Pinnell, 2001)
SOLVING WORDS: Using strategies to recognize, decode, and/or understand the meaning of words
MONITORING & CORRECTING: Check on and regulate reading – does the reading sound right, look right, and make sense?
GATHERING: Search for, identify and select different sources of information from the text
PREDICTING: Anticipate what will follow while reading continuous text.
MAINTAINING FLUENCY: Integrate sources of information that results in smooth, phrased and expressive fluency
ADJUSTING: Read in different ways as appropriate to purpose and type of text
HANDOUT: Prompts that support the teaching of strategies-explain how the prompts connect to the strategies that sustain reading

26. Scenario 1
Stephanie is listening to one of her first graders whisper read during a guided reading lesson. The text states “I let him tug at a stick.” The student reads “I let him tug at a branch.”
What strategy might the student have used?
What prompts can Stephanie use to help the student problem solve in this situation?
ACTIVITY: Read the scenario that describes the reading behavior of a sample student. With others in your group/at your table, decide which prompts may be helpful in guiding this student.
Answer:
Strategy-picture clue…reading for meaning
Prompt-That makes sense, but does it look right?

27. Scenario 2
During a guided reading lesson, Alyssa observes her third grade student stop at the word ‘uninhabited’. The student appears to be having trouble and looks to the teacher for guidance.
What prompts could the teacher use to help this student move forward?
Answer:
Do you see a part that might help? Is there a chunk that you know? Look at the prefix. Look at the suffix.

28. Strategies that Expand Meaning
Making connections
Questioning
Visualizing
Inferring
Summarizing
Determining importance
Synthesizing
Analyzing
Critiquing
(Fountas & Pinnell, 2001; Harvey & Goudvis, 2000)
CONNECTING: text-self, text-text, text-world
QUESTIONING: asking questions about the text as you read (student created, not teacher created)
VISUALIZNG: creating a picture in your head (mind movie)
INFERRING: going beyond the literal meaning of a text to derive what is not there but is implied
SUMMARIZING: putting together important information in a shorter form
DETERMINING IMPORTANCE: using text features in nonfiction to sort through new and important information
SYNTHESIZING: putting together knowledge from various sources to make meaning from the text
ANALYZING: breaking down a text into it’s organizational elements (story map, character web, etc.)
CRITIQUING: judging, evaluation, looking for bias and stereotypes, finding author’s purpose, etc.

29. Modeled, Guided, Independent
TIER 1
Teacher introduces and models comprehension strategies using CRP materials
TIER 2
Teacher guides students’ use of strategies during guided reading
Students practice strategy use independently at literacy centers
Explain how Tier 1, Tier 2 and literacy centers can be connected. The strategy that you are focusing on should be interwoven throughout the literacy block
CRP-Comprehensive Reading Program
For example:
Tier 1-focusing on making connections (teacher modeling with anthology)
Tier 2-students make connections with teacher guidance (using instructional level text)
Literacy Center- students make connections in their reading journals independently

30. Aligning the Three Tiers
Scenario
Prior to the guided reading lesson the teacher
modeled, through a shared reading during Tier 1, the
comprehension strategy: determining importance
Participant Activity:
Design a guided reading lesson that aligns with strategy instruction previously introduced in Tier 1
Create a reading, writing or technology center that allows for student rehearsal of the same strategy.
ACTIVITY:
Presenter uses the trophies third grade anthology (p.132 Olympic Games) to model (just talk about) introducing the comprehension strategy known as “Using text features to determine importance in text.”
PASS Out Guided Reading Books
Participants will choose a non-fiction guided reading book and plan a lesson that aligns with the Tier 1 instruction (determining importance). After they plan the lesson they will create a literacy center that allows for student rehearsal of the same strategy
Discuss at the end and share out!

31. Final Thoughts
“In any guided reading session, the teacher needs to know what knowledge and understanding each child will bring to the reading and what supports or assistance will be necessary to ensure that the students can read the text successfully.” (Fountas & Pinnell, 2001)

32. Resources
Diller, D. (2003). Literacy word stations: Making centers work. Portland, ME: Stenhouse Publishers.
Foorman, B.R., & Torgesen, J. (2001). “Critical elements of classroom and small group instruction promote reading success in all children.” Learning Disabilities Research and Practice 16 (4):
Fountas, I.C.,& Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
Fountas, I.C., & Pinnell, G.S. (2001). Guiding readers and writers grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.
Johns, J.L., & Lenski, S.D. (1994). Improving reading: Strategies & resources. Dubuque, IA: Kendall/Hunt Publishing Company.

33. Resources
Morrow, L.M. (2003). Organizing & managing the language arts block: A professional development guide. New York, NY: The Guilford Press.
Opitz, M.F. Flexible grouping in reading. (1998). New York, NY: Scholastic Professional Books.
Opitz, M.F., & Ford, M.P. (2001). Reading readers: Flexible & innovative strategies for guided reading. Portsmouth, NH: Heinemann.
Strickland, D.S., Ganske, K., & Monroe, J.K. (2002).Supporting struggling readers and writers: Strategies for classroom intervention Portland, ME: Stenhouse Publishers.

34. Contact Information
Doreen Beam
Literacy Specialist - IDEAL Coordinator (North/Central)
Office of Literacy
NJ Department of Education
(609)
Jaime Frost
Literacy Specialist - IDEAL Coordinator (South)
Trenton: (609)
Sewell: (856) x. 6078